A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use of Behavioral Disorders 2018, Vol. 43(4) 444-456

Oct 15, 2026

Uploaded by Ben

Data-based problem solving underpins research-supported practices such as positive behavioral interventions and supports (PBIS). This randomized waitlist controlled trial studied professional development for Team-Initiated Problem Solving delivered to PBIS teams in 38 elementary schools. Direct observations captured team procedures, practices, and meeting outcomes before and after training. Members in the Immediate Group showed greater gains in problem-solving procedures, decision-making practices, and meeting outcomes than teams in the Waitlist Group.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

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Abstract

Team-based problem solving in schools

What We Know About Team-Based Problem Solving

A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use Behavioral Disorders 2018, Vol. 43(4) 444–456 © Hammill Institute on Disabilities 2017 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0198742917745638](DOI: 10.1177/0198742917745638)[ ](DOI: 10.1177/0198742917745638)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd) Robert H. Horner, PhD 1, James S. Newton, PhD 1, Anne W. Todd, MS 1, Bob Algozzine, PhD2, Kate Algozzine, MS2, Dale Cusumano, PhD3, and Angela Preston, PhD3 Abstract Data-based problem solving is a hallmark of research-supported practices such as positive behavioral interventions and supports. In this study, we provided members of positive behavioral interventions and supports (PBIS) teams from 38 elementary schools with professional development focused on a research-supported problem-solving model (TeamInitiated Problem Solving). We used direct observations to document procedures, practices, and outcomes before and after participating in the professional development workshop. Within the context of a randomized waitlist controlled trial, team members in the Immediate Group demonstrated greater improvement in (a) problem-solving procedures,(b) decision-making practices, and (c) meeting outcomes than did members of PBIS teams in the Waitlist Group. Our findings extend what is known about team-based problem solving and provide a framework for future research and improved practice related to decision making by school teams. Keywords problem solving, team decision making, data-based decision making, positive behavioral interventions and supports Team-based problem solving (i.e., multidisciplinary groups meeting to use data to identify and address school-based concerns) is an integral part of general education, special education, and school psychology (Boudett, City, & Murnane, 2013; Coffey & Horner, 2012; Tilly, 2008) . The expectation that teams of teachers, administrators, and related services professionals will meet regularly to use data to identify and solve academic and behavior problems is a foundation of ongoing efforts to meet the needs of and improve outcomes for all students (Coburn & Turner, 2012; Coffey & Horner, 2012; Newton et al., 2014; Spillane, 2012; Tilly, 2008) . A repeated area of interest related to school-based problem solving has been the need to give teams the right information at the right time and in the right format to bring about functional change (Bahr, Whitten, Dieker, Kocarek,& Manson, 1999; Burns & Symington, 2002; Chafouleas, Volpe, Gresham, & Cook, 2010; Nellis, 2012) . There has also been a focus on defining “problem-solving rubrics”that teams can and should use to be effective (Crone et al., 2015; Newton, Horner, Algozzine, Todd, & Algozzine, 2009, 2012; Newton et al., 2014) and on documenting the extent to which teams use these rubrics in authentic settings to plan, implement, and evaluate interventions (Burns, Peters, & Noell, 2008). As we enter a point in history where educators have more information available (Coburn & Turner, 2012; Little, 2012) and are expected to teach more diverse groups of students than ever before (Cruz, 2015; Ellerbrock & Cruz, 2014), it is incumbent on the field to support not only their data-related needs, but also the ways that that information is used to improve school, classroom, and individual student supports. A variety of problem-solving models have been proposed (cf. Boudett, City, & Murnane, 2005, 2013; Bransford & Stein, 1984; Tilly, 2008) . Common across them is a set of steps that, despite being represented with varying terminology or being partitioned into slightly different phases, reflect a consistent, iterative process (e.g., problem identification, problem analysis, and action plan/intervention development, implementation, and evaluation) .

FAQs

What was the focus of the professional development in this study?

The study provided PBIS teams with professional development focused on a research-supported problem-solving model called Team-Initiated Problem Solving.

How was the study designed and what data were collected?

A randomized waitlist controlled trial was used. Direct observations documented procedures, practices, and outcomes before and after the professional development workshop.

What differences were found between the Immediate and Waitlist groups?

The Immediate Group demonstrated greater improvement in problem-solving procedures, decision-making practices, and meeting outcomes than the Waitlist Group.

Oct 15, 2026

Uploaded by Ben